Empowering Parents: Key Questions for Schools Supporting ADHD

Attention deficit hyperactivity disorder (ADHD) affects approximately 5% of children, translating to around 700,000 young individuals in the UK alone. This neurodevelopmental condition often leads to significant challenges in traditional school environments. Children with ADHD may struggle with attention, impulsivity, and activity levels, making school a potentially overwhelming experience, as emphasized by educational psychologist Dr. Julia Clements.

According to Dr. Clements, “Given the nature of these differences, life in school can be particularly challenging for those with ADHD.” She notes that many students with this condition experience stress and anxiety in academic settings, where their unique needs are not adequately addressed.

Alexandra Loewe, a specialist ADHD coach at The ADHD Centre, points out that schools often lack a clear understanding of the diverse presentations of ADHD. This misunderstanding can lead to academic underachievement and social isolation for affected children. Loewe states that “Classroom environments that overwhelm their senses” and teaching methods that do not cater to their learning styles contribute to missed opportunities for these students.

Loewe highlights a troubling trend where capable children are overlooked due to a lack of comprehension regarding how ADHD impacts learning. She argues that children with ADHD frequently possess exceptional creative and problem-solving abilities that are not measured by traditional educational assessments. “This is not about lowering standards; it is about recognizing different types of intelligence,” she adds.

Given these challenges, parents concerned about their child’s educational experience are encouraged to engage actively with their child’s school. Loewe suggests three crucial questions to guide discussions with educators:

1. **Does the school have a qualified SENCO (Special Educational Needs Coordinator)?**
2. **What exam accommodations and classroom adjustments are available?**
3. **How is support provided for organization and emotional regulation?**

Dr. Clements advocates for schools to adopt a more neurodiversity-affirmative approach. This could involve creating flexible workspaces, reviewing behavior policies that might disadvantage students with ADHD, and soliciting feedback from neurodiverse students on potential improvements in the classroom.

“Evidence shows that children with ADHD thrive when parents, schools, and healthcare professionals work together,” Loewe emphasizes. To effectively support these students, she recommends regular communication between home and school, reasonable adjustments to academic expectations, and an acknowledgment of individual progress rather than comparisons to neurotypical peers.

When properly supported, children with ADHD can undergo significant transformations. “Children who were once disruptive or withdrawn become engaged, confident learners,” Loewe observes. This highlights the importance of tailored support systems in fostering a more inclusive educational environment for all students.

With the right questions and collaborative efforts, parents can play a pivotal role in ensuring that children with ADHD receive the support they need to succeed academically and socially.